Obrigada pela parceria que deu certo, além da confiança, incentivo, preocupação comigo e com meu trabalho. Por todos os ensinamentos, inclusive aqueles que não fui capaz de aprender. Sempre o terei como exemplo. A você, meu respeito e admiração.Às alunas que participaram da pesquisa e ao colégio por terem possibilitado que a pesquisa acontecesse.Aos meus companheiros de grupo GEPESPE, pelas trocas e pelo aprendizado que compartilhamos e que só nos engrandece. Aos professores Christiano e Mariana pela ajuda fundamental para que asentrevistas pudessem ser realizadas.À minha mãe e ao Zé, pelas infinitas ajudas em vários momentos, tanto com a dissertação, no inglês, organização e detalhes, quanto nos momentos de intervalo, com passeios em São Paulo, e tantas outras coisas.À todos da FFCLRP.
Women participation in sport is historically permeated by manifestations of discrimination, especially in male preserve practices. This study aimed to investigate and describe the processes of entry and performance of women athletes in rugby, as well as socio-cultural components of this field in relation to gender differences from the perspective of Brazilian women national senior team players. Methods: Semi-structured interviews with five athletes were performed and data analyzed based on the Grounded Theory method. Results: It was found that there are social barriers for women practice in rugby. By the other hand, better opportunities for the development of an athletic career are more available than in the past. Besides that, it has been perceived that the women players need to constantly prove that they can play hard to legitimize their athletic skills among men players. Conclusions: Even if the women participation in rugby is in a changing process of acceptance, barriers still need to be broken for a full social legitimation of these players' practice.
Resumo A participação das mulheres em modalidades esportivas de reserva masculina, como o futsal, é permeada de lutas por espaços e legitimidade, inclusive no contexto escolar. Para meninos, movimentar-se é algo valorizado, enquanto meninas são ensinadas a serem mais quietas, dificultando o acesso a determinadas práticas esportivas. O objetivo deste estudo foi analisar os desafios e oportunidades para a participação no futsal escolar extracurricular na perspectiva de alunas de ensino médio de uma escola privada. Os dados foram produzidos em entrevistas semiestruturadas e analisados com base na Teoria Fundamentada. A iniciativa da escola em oportunizar a prática, as atitudes heterodoxas das alunas, o apoio dos pais e o pertencimento ao grupo possibilitam às meninas uma atuação legítima no futsal nesta escola.
Resumo A prática e o ensino do esporte, que se expressam em diferentes âmbitos, como a escola, o lazer e o alto rendimento, derivam de componentes socioculturais relacionados ao contexto pedagógico em que este processo ocorre, assim como à bagagem cultural dos agentes envolvidos. Entendendo a escola como um espaço de proteção social para além da socialização, cuidados com o direcionamento pedagógico se fazem importantes, pois possíveis desigualdades na oferta de oportunidades de aprendizagem podem se refletir em outras esferas da vida dos(as) alunos(as). No ambiente escolar, o futsal se apresenta em duas formas principais, estando presente tanto na educação física curricular como também em atividades extracurriculares. O objetivo deste estudo foi investigar e analisar as razões e sentidos de se ensinar futsal no ambiente escolar extracurricular, adotados por professores/treinadores de uma cidade do interior do estado de São Paulo. A partir de entrevistas semiestruturadas com professores/treinadores de futsal, e análise de dados com base na teoria fundamentada, têm-se como principais resultados três eixos temáticos: 1) objetivos do ensino do esporte no ambiente escolar: a formação moral como contribuição relevante; 2) disposições dos professores/treinadores para a supervalorização do resultado esportivo; 3) a participação como um privilégio para poucos(as) alunos(as) com melhor aptidão para a competição. Conclui-se que mesmo conhecendo ações mais apropriadas para o contexto das PEEs, os professores/treinadores vinculam suas ações pedagógicas à conquista de resultados competitivos ótimos, causando exclusão e oferta desigual de oportunidades de aprendizagem aos(às) alunos(as) envolvidos nas PEEs.
The practice and teaching of sport, which are expressed in different environments such as school, leisure and high performance environments, derive from sociocultural components related to the pedagogical context in which these processes take place, as well as the involved social agents’ cultural background. Understanding school as a space for social protection and socialization, the care related to pedagogical actions is important, as possible social inequalities in the offering of learning opportunities can be reflected in other dimensions of students’ lives. At school, futsal teaching happens both in Physical Education classes and extracurricular activities, being the later called in this study as extracurricular sports practices (ESP). The aim of this study was to investigate and analyse the reasons and meanings of teaching futsal as an extracurricular sport practice, for teachers/coaches in a country city in the state of São Paulo, Brazil. Through semi-structured interviews with futsal teachers/coaches, and data analysis based on Grounded Theory, the main results are expressed in three thematic axes: 1) goals of teaching sport at school: moral education as a relevant contribution; 2) dispositions of teachers/coaches for the overvaluation of the sport competitions’ results; 3) sport participation as a privilege for the few students with better competitive performance. We concluded that even knowing more appropriate pedagogical actions for ESP, teachers/coaches address their pedagogical acting to the achievement of optimal competitive results, causing social exclusion and unequal offer of learning opportunities to students in ESP.
Prejudice against women's futsal players is reported in the literature. The perception of prejudice in university futsal may be lower due to the higher educational level of the players and a more open-minded context. This study aimed to describe the experience of young women university futsal players and to explore their perspective on gender prejudice in that sports practice. Methods: Ten women university futsal players (aged 18 to 30 years old) were interviewed. Data were produced and analyzed following a grounded theory approach. Results: The results showed that the athletes perceived they suffered gender prejudice for playing futsal, however, in the university context this was attenuated. The participants experienced diversified practice before specializing in futsal and felt that the support of male family members and friends was important to their engagement in futsal and soccer in childhood and adolescence. However, they also suffered from prejudice against their futsal practice coming from family and friends, struggling with the constant association between futsal practice and hegemonic masculinity. Conclusion: The participants of this study perceived less prejudice in university women's futsal in comparison to other sports contexts. Thus, the university context may have the potential to boost the practice of futsal among women.
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